Information Systems in Theory and Practice - Exercise 1 PDF

INFORMATION SYSTEMS IN THEORY AND PRACTICE Exercise – 1 Institute for Information Systems (ISS) // Digital Transformation and Information Management CONTENTS Presentation of the exercise & person Goals and structure of the semester Brief overview of the topics of game-based learning and gamification Practical part: Game based learning & Gamification in Information Systems Management 2 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS AIMS OF THE EXERCISE Learning objectives of the exercise: Methodology: Practical examination of "Information Systems" & AI Interactive group work Introduction to game-based learning and Project-based learning & play approaches gamification Prototyping Understanding of ethical aspects, RPA and "human-friendly automation" Practical project: Prototyping for a serious game in the field of "Information Systems" 3 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS BRIEF OVERVIEW - SEMESTER STRUCTURE DATE CONTENTS 17.10.2024 Introduction | Game Based Learning/Gamification 31.10.2024 CANCELLED - play games instead! 14.11.2024 Information Systems and AI | Automation (RAP/HFA) | Ethical introduction of AI technologies in organizations | Presentation of practical project scenario 28.11.2024 Stakeholder management & change processes | Character design 12.12.2024 Game Design Basics | Process Modeling 09.01.2025 Prototyping & Testing 23.01.2025 Presentation & conclusion 4 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHAT IS "LEARNING" THROUGH GAMES? Improve on measures of Play game learning outcome What are games for learning? (Mayer,2014, p 5) 5 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHAT IS "LEARNING" THROUGH GAMES? Richard Mayer's Cognitive Theory of Multimedia Learning (Mayer, 2014, p 51) 6 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHAT IS GAME-BASED LEARNING (GBL)? Definitions: Game-based learning (GBL) is an approach to learning in which games or game-like elements are used to impart education and knowledge (Schön & Ebner, 2013) "A serious game is a game in which education (in its various forms) is the primary goal, rather than entertainment" (Michael & Chen, 2006, p. 17) Important features: Learning objectives are achieved through play Promotes active and independent learning Use of playful activities or simulations to reinforce the learning material 7 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS ADVANTAGES OF GAME-BASED LEARNING Why use GBL? Foldit: A game that encourages players to fold proteins and thus contribute to scientific Motivation and commitment: Playful research. elements increase motivation to learn Promoting problem solving: Players Learning objective: To learn through trial and error and improve understand scientific their problem solving skills findings in a playful way and actively contribute Active learning: Learners interact directly to research. with the learning material (Pictures: Foldit, undated) 8 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHAT IS GAMIFICATION? Definition: "The use of game-like elements outside of a game, aiming to create gameful experiences" (Deterding et al, 2011) Possible elements: Points and reward systems Rankings Levels, Challenges 9 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS DIFFERENCE BETWEEN GBL AND GAMIFICATION Game-Based Learning (GBL): Example of gamification: All learning is (based on) a game or simulation Duolingo Gamification: Uses different Game mechanics are integrated into non-game gamification strategies to learn languages learning contexts (e.g. points system for participation or performance in the course) Above: (Duolingo, 2023); below: (Verlaan, 2023) 10 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHY GAME ELEMENTS IN LEARNING? Key arguments for GBL and gamification: Promote intrinsic motivation, "funification", "immersion", "flow" Create direct feedback through feedback mechanisms Allow learning by trial and error (make mistakes and learn from them), e.g. "dying" in a game 11 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS RELEVANCE & CONNECTION WITH INFORMATION SYSTEMS Pictures: (Laudon et al., 2021) 12 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHY ATTITUDE LEARNING WHAT WORKS OFTEN FAILS... PARTICULARLY WELL... Reactance: Rejection of interference in Active action: in concrete, emotionally self-determination challenging situations Idealization: Unrealistic ideas about one's Feedback: Experiencing direct and own behavior indirect consequences Practical relevance: high degree of Significance: self-awareness in positive abstraction of the principles taught roles 13 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS ADVANTAGES OF SERIOUS (MORALITY) GAMES Interactivity Opportunity to test (new) Autonomy behaviors in (new) situations Immersion through a mix of (Immediate) feedback exploration, challenge, etc. MOTIVATION EXPERIENCE No real risks of errors and Possibility of repetition unethical decisions Allows trial and error in case PROTECTION REPETITION Practicing exemplary behavior (scripts) of uncertainty Consolidation of schemes (automatic recognition) 14 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS RELEVANCE & CONNECTION WITH INFORMATION SYSTEMS Digital transformation & RPA: GBL helps to present and learn automation and information systems (IS) in a more understandable and practical way. Gamification for IS implementation: Gamified systems can support training and change processes when introducing new technologies. User experience & efficiency: Game mechanics in IS promote user-friendliness and motivation. 15 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS IDEAL STRUCTURE OF SERIOUS GAMES (Breuer in: Schön & Ebner, 2013, p. 12) 1. there are previously formulated binding objectives 2. players/learners ideally devote their full attention to the task 3. a sense of achievement conveys a feeling of self-efficacy 4. progress is noticeable for the player/learner 5. players/learners receive feedback on their performance 6. players/learners are ideally motivated to achieve the goals 7. the difficulty of the tasks increases as the players/learners progress 8. solving the tasks requires a certain amount of effort 9. players/learners should neither be underchallenged nor overchallenged 10. players/learners must be active themselves 16 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS QUESTIONS? 17 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS PRACTICAL PART: REFLECTION & GROUP TASK Reflection question: How could games support the learning process in this exercise (or lecture)? Group task: In small groups, develop an idea of how the topic (a topic from) "Information Systems" could be transformed into a game. → Presentation of the ideas today/in the next meeting 18 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS STEP BY STEP: DEVELOPING A GAME IDEA 1. Define learning objectives: What should the 5. Set rules & challenges: What are the rules? What players learn through the game? (e.g. "What is an obstacles or challenges do the players have to overcome? information system?" → Orientation Laudon & Laudon, p. 62 f) 2. Define target group: Who plays the game? (e.g. 6. Incorporate rewards and feedback: How does the player employees, managers, students) receive feedback on their decisions? (e.g. points, progress, new levels) 3. Select core mechanics: What actions do the players carry out? (e.g. making decisions, solving problems, managing resources) 7. Outline the course of the game: How does the game start and end? Are there several levels or phases? 4. Story and scenario: Which story or scenario supports learning? Find a good metaphor! 19 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS EXAMPLES OF SIMPLE GAME MECHANISMS Memory Dominoes Mechanic: Match pairs by uncovering hidden cards Mechanic: Connect matching pieces to create a chain Battleship Trivial Pursuit Mechanic: Strategically place and attack targets on a grid Mechanic: Answer questions in different categories to collect wedges Monopoly Taboo Mechanic: Manage resources and properties Mechanic: Describe terms without using specific keywords Who Wants to Be a Millionaire? Pictionary Mechanic: Answer multiple-choice questions with increasing difficulty Mechanic: Draw terms for others to guess Jeopardy! Risk Mechanic: Answer questions in different categories, collect points Mechanic: Strategically conquer territories Scrabble Mechanic: Form words using letter tiles 20 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS SERIOUS GAMES | GAMIFICATION - EXAMPLES TO TRY OUT https://www.lifesaver.org.uk/app https://www.chaostheorygames.com/work/worki https://vocabicar.de/ ng-with-water 21 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS TASKS UNTIL NEXT TIME Please play the game "U-Food" (in Moodle) Please play the game "CO-Bold" (in Moodle) Do you know (good) serious games or examples of gamification? Collect them in the forum (in Moodle) 22 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CONCLUSION & OUTLOOK Central concepts: Outlook: Game based learning & gamification AI & AI ethics Basics of Robotic Process Automation Benefits in practice (RPA) Human-Friendly Automation (HFA) Transfer: Making knowledge fun to learn 23 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS LITERATURE Christen, M., & Katsarov, J. (2018). Serious Moral Games. Videospiele als Werkzeug der Ethikbildung. In: Junge, T. & Schumacher, C. (Hrsg.), Digitale Spiele im Diskurs. www.medien-im-diskurs.de Deterding, S., Dixon, D., Khaled, R., Nacke, L.: From game design elements to gamefulness: defining “gamification”. In: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9–15 (2011) Katsarov, J., Andorno, R., Krom, A., & van den Hoven, M. (2021). Effective Strategies for Research Integrity Training—a Meta-analysis. Educational Psychology Review, 34, 935–955. Laudon, K. L., Laudon, K. C. & Laudon, J. P. (2021). Management Information Systems: Managing the Digital Firm. Mayer, R. E. (2014). Computer Games for Learning: An Evidence-Based Approach. MIT Press. Martens, J. U. (1998). Verhalten und Einstellungen ändern (4. Aufl.). Windmühle. Michael, D., & Chen, S. (2006). Serious Games: Games That Educate, Train and Inform. Boston: Thomson. Toda, A., Cristea, A. I. & Isotani, S. (2023). Gamification Design for Educational Contexts: Theoretical and Practical Contributions. Springer. Vogel, T., & Wänke, M. (2016). Attitudes and Attitude Change (2nd Ed.). Routledge. 24 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CONTACT ME: BRITTA WERKSNIS | Digital Transformation Lab for Teaching and Learning (DigiTaL) | Institute for Information Systems (ISS) // Digital Transformation and Information Management | Universitätsallee 1 | 21335 Lüneburg Phone +49.4131.677-1404 | [email protected] https://www.leuphana.de/institute/iis/wirtschaftsinformatik-insbesondere-digitale-transformation- und-informationsmanagement.html INFORMATION SYSTEMS IN THEORY AND PRACTICE Exercise - Date 2 Institute for Information Systems (ISS) // Digital Transformation and Information Management BRIEF OVERVIEW - SEMESTER STRUCTURE DATE CONTENTS 17.10.2024 Introduction | Game Based Learning/Gamification 31.10.2024 CANCELLED - play games instead! 14.11.2024 Information Systems and AI | Automation (RPA/HFA) | Ethical introduction of AI technologies in organizations | Presentation of practical project scenario 28.11.2024 Stakeholder management & change processes | Character design 12.12.2024 Game Design Basics | Process Modeling 09.01.2025 Prototyping & Testing 23.01.2025 Presentation & conclusion 2 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS AGENDA Information Systems: Basics & current developments RPA and AI-based automation Ethical dimensions of implementation Project presentation & group work 3 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS INFORMATION SYSTEMS - BASICS Laudon & Laudon (2024), ch. 4 Vom Brocke, J., et al. (2021). "Future Work and Enterprise Systems". Business & Information Systems Engineering, 63(4) Definition according to Laudon & Laudon: "Interrelated components collecting, processing, storing, and distributing information to support decision making and control" Current development: From pure data processing systems to intelligent, adaptive systems Significance for modern organizations: flexible, learning structures; need regulations/guidelines 4 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS AUTOMATION Definition: The use of technologies, machines or software to perform processes and tasks with no or minimal human intervention. Development: Industrialization Early electronics and Digital revolution Modern automation (18th/19th century) automation (20th (late 20th century) (21st century) century) Start of mechanical Electronic control Computers for the RPA & AI: automation in systems & automation of Automation of factories (loom, industrial robots in administrative/data processes through steam engine) production processing tasks intelligent systems Goal: Increase Increasingly in Integration into productivity; mass production lines everyday life: smart production (e.g. automotive homes, industry) autonomous driving... 5 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHAT IS ROBOTIC PROCESS AUTOMATION (RPA)? See e.g. van der Aalst (2018) Definition: RPA is a technology that makes it possible to automate rule-based, recurring business processes using software robots. Key features of RPA: Simulates human actions (e.g. data processing, form filling) Definition of Robotic Process Automation (RPA); Kirchmer & Franz, 2019, p. 33 Works via existing user interfaces without in-depth system integration Increases efficiency and reduces human error in repetitive tasks https://rpachallenge.com/ 6 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS AUTOMATION - SPECTRUM AND SPECIES van der Aalst, W.M.P., et al. (2018). "Robotic Process Automation." & Information Systems Engineering, 60 Syed, R., et al. (2020). "Robotic Process Automation: Contemporary themes and challenges". Computers in Industry, 115 RPA: Rule-based process automation IPA (Intelligent Process Automation): AI-enhanced automation Distinguishing features and areas of application Rule-based. AI-based (IPA) (RPA) Structured Hybrid Adaptive IF/THEN ML- AI/deep rules supported learning Repeatable RPA + basic Complex processes ML processes Semi- complex processes 7 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHAT DOES AUTOMATION MEAN FOR CERTAIN JOBS? Information/Inspiration: https://job-futuromat.iab.de/ 8 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS RELEVANCE OF AUTOMATION https://asut.ch/asut/bulletin/view.xhtml?bulletinId=17&articleId=262 https://www.heise.de/news/Tesla-Autopilot-US-Behoerden-untersuchen- Unfaelle-9987797.html 9 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS RELEVANCE OF AUTOMATION "Fired by a bot: Amazon suppliers complain about termination via algorithm Company relies extensively on automation - even when it comes to evaluating employee performance" https://www.derstandard.de/story/2000127802686/gefeuert-von-einem- https://www.n-tv.de/wirtschaft/Aussen-Kuenstliche-Intelligenz-innen- bot-amazon-lieferanten-klagen-ueber-kuendigung-via Mensch-article24848134.html 10 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS AI, AUTOMATION & FEARS "Machines will deliver larger parts of work in the future, which will challenge humans to provide added value but will also provide opportunities to do so and to create new levels of value." (vom Brocke et al., 2018, p. 358) 'Industry 4.0', which is often delineated as 'machines talking to computers'. (Richter et al., 2018, p. 2) Katharina Zweig It was the AI! From absurd to deadly: the pitfalls of artificial intelligence 11 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CHANGE: POSSIBLE FEARS & COPING MECHANISMS existential fears and job Competence-related Organizational Status and role-related Psychosocial stress: security: fears: resistance: fears: Concerns about job Feeling overwhelmed Stress due to Skepticism about the Concern about loss of losses due to by new technical permanent pressure benefits of the importance of own automation requirements to adapt changes position Uncertainty about Concern about not Fear of losing social Concerns about Fear of losing power your own role in the being able to keep contacts at work increased control and due to new digitalized world of pace with change Identity conflicts due surveillance organizational work Fear of loss of to changes in work Fears regarding loss structures Concerns about long- competence if certain content of autonomy Uncertainty about term employability activities are future career discontinued opportunities Transparent Systematic competence Change management Participatory design: Psychological support: Convey security: communication: development: structure: Early and clear Involving employees in Needs-based Establishment of Showing clear prospects Dedicated change information about the change process qualification offers mentoring programs for the future manager as contact planned changes Opportunity to help Individually adapted Coaching services in Binding commitments to person Open dialog about fears shape the new work learning formats phases of change secure employment Regular feedback loops and concerns processes Time resources for Peer support systems Transparent Systematic monitoring of Regular updates on Formation of change further training development the change process project progress teams with employee opportunities representatives 12 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS ETHICAL DIMENSIONS OF AUTOMATION Beneficence (charity): Promoting the well-being of people and nature A Unifed Framework Development of AI for the common good and benefit of humanity Sustainability and preserving the basis of life for future generations of Five Principles for Non-maleficence (avoidance of damage): AI in Society Protection of privacy Ensuring security (Floridi & Cowls, 2019) Careful use of AI capabilities Avoidance of misuse and harmful effects Autonomy (Autonomy): Balance between human and machine decision-making Humans retain control over AI systems "Meta-autonomy": people decide which decisions they delegate to AI Possibility to reverse delegation of decisions Justice: Fair distribution of the benefits and risks of AI Avoidance of discrimination Promoting equality and solidarity Equal access to AI technologies Explicability (explainability): Transparency and traceability of AI systems Two aspects: a) Intelligibility: How does the system work? b) Accountability: Who is responsible for how it works? 13 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS ETHICAL DIMENSIONS OF AUTOMATION Humanity & autonomy Openness & transparency Human Friendly Names, faces and stories are more important than Communicating relevant content clearly and Automation Value processes, key figures and business plans. emphatically is more important than providing Charter Meaningful and self-determined work is more information diplomatically important than process optimization. Developing goals in dialog with those affected is https://de.humanfriendl Cooperation between people is more important more important than fait accompli. yautomation.com/ than human-machine interaction. Honesty about an open future is more important than utopian promises. Development & empowerment Holistic approach & long-term orientation Expanding people's skills is more important than cutting Sustainable innovations for the future are more important costs. than short-term economic goals. Allowing employees to participate and shape things is The learning organization is more important than the more important than detailed instructions. automating organization. Actively addressing resistance from employees is more Social responsibility is more important than a one-sided important than following timetables. focus on acceleration and technical feasibility. 14 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS ETHICAL DIMENSIONS OF AUTOMATION Summary: Are automated decisions traceable? TRANSPARENCY OF DECISIONS No group of people is FAIRNESS OF THE systematically RESPONSIBILITY SYSTEM disadvantaged Who is responsible for the automated decision (and the consequences) 15 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS BEST PRACTICES FOR IMPLEMENTATION See Kämpf et al., 2023 IMPLEMENTATION PROCESS PHASE 1: Process PHASE 2: Pilot PHASE 3: analysis project Roll out Involve Evaluation & Governance stakeholders customization structure 16 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CURRENT CHALLENGES See Kirchmer & Franz, 2024 Human Technical Acceptance Competence Change Integration Scaling Maintenance Organizational Structures Processes Culture 17 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS QUESTIONS? 18 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS TRANSITION TO THE PRACTICAL PROJECT 19 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS TASKS FROM LAST TIME Do you know (good) serious games or examples of gamification? Collect them in the forum (in Moodle) How was "U-Food"? Feedback on "CO-Bold" Your ideas/concepts from last time 20 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS THE SUPERPARK CONCEPT: 6 STATIONS BASIC CONCEPT: Educational game for the responsible introduction of RPA/AI technologies Setting: Amusement park with superheroes (each has special abilities) Playing time: 45-60 minutes Single player mode (digital) Dr. DisrupThor as antagonist (personified competitive pressure) SideKick as a mentor/help function 21 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS THE SUPERPARK CONCEPT: 6 STATIONS STATIONS: 1st entrance/ticket booth: Automation of tasks 2. restaurant & store: supply chain management and logistics 3. roller coaster/ride: predictive maintenance 4. administration: customer service & support 5th ghost train: intelligent data analysis, VR/AR 6th shows: Automation/robotics with IPA Average playing time per station 9 minutes 22 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS LEARNING OBJECTIVES: "TECHNICAL" & "SOCIAL" KEY FIGURE SYSTEM:THE PARK BALANCE INDEX Technical learning objective Visitor Degree of experience innovation Employee Economic satisfaction efficiency Social learning objective 23 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS TASK Choose a station for which you would like to develop a game thread for the rest of the semester (at least 2 people per station) Game objectives/learning objectives: What should be automated? What knowledge about automation should be imparted? Which social skill/behavior should be learned? Storyline: What do you want to happen in your story? what is the basic setting (current status, what has happened so far, special features) Alternative: What is the goal(s) of your line of action (technical/social)? Develop your game from Are there problems, conflicts, challenges that the players will face? last time as a practice writes down the story as continuous text project Game mechanics (what actions do players perform): How can the game objectives be achieved? are there key figures? Are there rewards or feedback? Record your results in Moodle (group rooms) 24 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS STEP BY STEP: DEVELOPING A GAME IDEA 1. Define learning objectives: What should the 5. Set rules & challenges: What are the rules? What players learn through the game? (e.g. "What is an obstacles or challenges do the players have to overcome? information system?" → Orientation Laudon & Laudon, p. 62 f) 2. Define target group: Who plays the game? (e.g. 6. Incorporate rewards and feedback: How does the player employees, managers, students) receive feedback on their decisions? (e.g. points, progress, new levels) 3. Select core mechanics: What actions do the players carry out? (e.g. making decisions, solving problems, managing resources) 7. Outline the course of the game: How does the game start and end? Are there several levels or phases? 4. Story and scenario: Which story or scenario supports learning? Find a good metaphor! 25 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS EXAMPLES OF SIMPLE GAME MECHANISMS Memory Dominoes Mechanic: Match pairs by uncovering hidden cards Mechanic: Connect matching pieces to create a chain Battleship Trivial Pursuit Mechanic: Strategically place and attack targets on a grid Mechanic: Answer questions in different categories to collect wedges Monopoly Taboo Mechanic: Manage resources and properties Mechanic: Describe terms without using specific keywords Who Wants to Be a Millionaire? Pictionary Mechanic: Answer multiple-choice questions with increasing difficulty Mechanic: Draw terms for others to guess Jeopardy! Risk Mechanic: Answer questions in different categories, collect points Mechanic: Strategically conquer territories Scrabble Mechanic: Form words using letter tiles 26 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS SOURCES Kämpf, T., Langes, B., Schatilow, L. & Gergs, H. (2023). Human friendly automation: Rethinking work and artificial intelligence. Kirchmer, M., & Franz, P. (2019). Value-Driven Robotic Process Automation (RPA). Business Modeling and Software Design, 31-46. doi:10.1007/978-3-030-24854-3_3 Richter, A.; Heinrich, P.; Stocker, A.; Schwabe, G. (2018): Digital Work Design - The interplay of human and computer in future work practices as an interdisciplinary (grand) challenge. In: Business Information Systems Engineering. 3/2018. Shneiderman, Ben, Human-Centered AI (Oxford, 2022; online edn, Oxford Academic, 17 Feb. 2022), https://doi.org/10.1093/oso/9780192845290.001.0001 van der Aalst, W.M.P., Bichler, M. & Heinzl, A. (2018). "Robotic Process Automation" 27 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CONTACT US BRITTA WERKSNIS | Digital Transformation Lab for Teaching and Learning (DigiTaL) | Institute for Information Systems (ISS) // Digital Transformation and Information Management | Universitätsallee 1 | 21335 Lüneburg Phone +49.4131.677-1404 | [email protected] https://www.leuphana.de/institute/iis/wirtschaftsinformatik-insbesondere-digitale-transformation- und-informationsmanagement.html INFORMATION SYSTEMS IN THEORY AND PRACTICE Exercise - Date 3 Institute for Information Systems (ISS) // Digital Transformation and Information Management BRIEF OVERVIEW - SEMESTER STRUCTURE DATE CONTENTS 17.10.2024 Introduction | Game Based Learning/Gamification 31.10.2024 CANCELLED - play games instead! 14.11.2024 Information Systems and AI | Automation (RPA/HFA) | Ethical introduction of AI technologies in organizations | Presentation of practical project scenario 28.11.2024 Stakeholder management & change processes | Character design 12.12.2024 Game Design Basics | Process Modeling 09.01.2025 Prototyping & Testing 23.01.2025 Presentation & conclusion 2 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS AGENDA Recap/ current status Storytelling - a brief introduction Character types Character Design Alignment of the characters with the game: change management & stakeholders 3 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS WHAT YOU SHOULD ALREADY HAVE... Game objectives defined Target group defined Core mechanism defined 4 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS DEFINE GAME OBJECTIVES & CORE IDEA Define core idea Define goals What makes the game unique? What are the specific goals of the game? What feeling should be conveyed? What are the specific learning objectives? Learner Models Evidence Models Task Models Presentation Models What is to be What Which tasks How can we learned: behaviors and activities translate Goals and lead to these can reflect these tasks? results results? these (Game behaviors? mechanics) According to „Evidence Centered Design“ (Mislevy et al., 2003) 5 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS DEFINE TARGET GROUP Who is the target group? Is there anything to consider for this target group (children/elderly people: Literacy; certain restrictions: Accessibility...) At which learning level should the target group be addressed? 6 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CORE MECHANISM Primary Game Loop/Core Loop The main activity (basic, repetitive actions) that players perform over and over again: Action of the player - System feedback - New player situation Example in Action RPG: Explore → Fight → Collect rewards → Improve character → Explore Mechanics hierarchy 1. Core Mechanics: Central game actions (e.g. jumping in Super Mario) 2. Secondary Mechanics: Supporting mechanics (e.g. mushroom/flower in Super Mario) 3. Progressive Mechanics: Mechanics that are unlocked in the course of the game (e.g. "learning" new combat techniques in Zelda) 7 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS STORYTELLING Setup (exposure) Topic Confrontation Define cutscenes/ Central conflict (challenges, Decisions & turning points Core ("what if...") Final goal of the Three character development) Story Environmental & Player consequences for actions story game Motivation for acts Resolution (final examination, Delivery World Building Dialogs & interaction Agency (Multiple) Solution(s) options players resolution of the conflict) HOW TO First write the story as a one-pager Unit with gameplay mechanics Show, don't tell Story clarity? → Playtests/Narrative 8 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS https://uploads-ssl.webflow.com/610c5007d3b7ee36cc3e07c1/62acc5ce6fe2f6c762aa979c_The-Heros- Journey-and-the-12-phases-1024x684.png TASK: STORYLINE FOR RPA GAME Set the course of the story for your mini-game! Possible conflicts: Problems from a change process... Three acts: How is the conflict presented?... Turning points: are there game events that change things?... WORKWORKWORK What actions are possible - for example, are they punished or rewarded?... 10 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CHARACTER DESIGN: CHARACTER TYPES CHARACTERS IN THE GAME Playable Non-playable characters characters (NPCs) Companion Dealer/Service Protagonist Quest Giver NPC Ambient NPC Character(s) NPC Drives history forward Companion protagonist Provide motivation & Functional role - makes Main character (POV Player) Populate the world, create Complementary skills direction in the game routines in the game more Must offer enough "empty atmosphere and credibility Dialog partner Must be impressive/ interesting spaces" for projections memorable 11 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS TASK: WHICH CHARACTERS APPEAR IN THE GAME? Make a list of the characters that appear in your game! How many PCs and NPCs? Are there any characters that are essential to your core story? Are there stakeholders that need to be represented in the game? WORKWORKWORK 12 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS TASK: DESIGN THE CHARACTERS FOR YOUR GAME! 1. 2. 3. CONCEPT VISUALIZATION IMPLEMENTATION 13 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS 1. CREATE A CHARACTER SHEET 1. CONCEPTION 2. VISUALIZATION 3. IMPLEMENTATION Define the role in the game CHARACTER DIMENSIONS ARCHETYPES AS A BASIS Gameplay function Story function Player interaction Develop a backstory Goal/Motivation Hero Origin Conflicts/Challenges Mentor Formative events Strengths & weaknesses Trickster Motivation Fears & wishes Antagonist Create Personality Moral compass Ally Matrix Relationships with others... Main features... Contradictions/conflicts Development potential WORKWORK WORK 14 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS https://musingsandbooks.wordpress.com/wp-content/uploads/2015/03/archetypes-chart.jpg TASK: DESIGN THE CHARACTERS FOR YOUR GAME! 1. 2. 3. CONCEPT VISUALIZATION IMPLEMENTATION 16 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CHARACTERS - VISUAL DESIGN Silhouette Must be immediately recognizable Characteristic features Color scheme 2-3 main colors for recognition Observe the psychological color effect Must work in the game context Details & Accessories Tell the story of the character Show status/role/origin Gameplay-relevant equipment? 17 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS 2. DEVELOP DESIGN 1. CONCEPTION 2. VISUALIZATION 3. IMPLEMENTATION Mood Board Collect visual In Moodle references Style direction Set color palette Sketching Multiple variations On paper/pad Silhouette tests Detail iterations Animation concept, if applicable Characteristic WORKWORK movements On paper/pad/game WORK Idle Animations engine/AI... Emotional https://seriousfactory.com/en/authoring-software-vts-editor/ expressions 18 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS TASK: DESIGN THE CHARACTERS FOR YOUR GAME! 1. 2. 3. CONCEPT VISUALIZATION IMPLEMENTATION 19 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS 2. DEVELOP DESIGN 1. CONCEPTION 2. VISUALIZATION 3. IMPLEMENTATION Integration in storyline/storytelling Gameplay integration Mechanics Abilities Interaction options Narrative integration Dialog system Story-Arcs Character Development Testing & Iteration Player feedback Balancing Fine tuning 20 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS HOW TO Do Don't Characters with clear conflicts Too many character traits Leave room for character Presenting stereotypes without development if the genre reflection requires it Inconsistencies Observe cultural sensitivity & Design without gameplay ethical guidelines relevance/connection Excessive exposure/explanations 21 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS STEP BY STEP: DEVELOPING A GAME IDEA 1. Define learning objectives: What should the 5. Set rules & challenges: What are the rules? What players learn through the game? (e.g. "What is an obstacles or challenges do the players have to information system?" → Orientation Laudon & Laudon, p. 62 f) overcome? 2. Define target group: Who plays the game? (e.g. employees, managers, students) 6. Incorporate rewards and feedback: How does the player receive feedback on their decisions? (e.g. 3. Select core mechanics: What actions do the points, progress, new levels) players carry out? (e.g. making decisions, solving problems, managing resources) 7. Outline the course of the game: How does the 4. Story and scenario: Which story or scenario game start and end? Are there several levels or supports learning? Find a good metaphor! phases? 22 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS EXAMPLES OF SIMPLE GAME MECHANISMS Memory Dominoes Mechanic: Match pairs by uncovering hidden cards Mechanic: Connect matching pieces to create a chain Battleship Trivial Pursuit Mechanic: Strategically place and attack targets on a grid Mechanic: Answer questions in different categories to collect wedges Monopoly Taboo Mechanic: Manage resources and properties Mechanic: Describe terms without using specific keywords Who Wants to Be a Millionaire? Pictionary Mechanic: Answer multiple-choice questions with increasing difficulty Mechanic: Draw terms for others to guess Jeopardy! Risk Mechanic: Answer questions in different categories, collect points Mechanic: Strategically conquer territories Scrabble Mechanic: Form words using letter tiles 23 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS SOURCES Mislevy, R. J., Almond, R. G. & Lukas, J. F. (2003). A BRIEF INTRODUCTION TO EVIDENCE-CENTERED DESIGN. ETS Research Report Series, 2003(1). https://doi.org/10.1002/j.2333-8504.2003.tb01908.x Shabatura, J. (n.d.). Using Bloom's Taxonomy to Write Effective Learning Outcomes | Teaching Innovation and Pedagogical Support. https://tips.uark.edu/using-blooms-taxonomy/#gsc.tab=0 24 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CONTACT US BRITTA WERKSNIS | Digital Transformation Lab for Teaching and Learning (DigiTaL) | Institute for Information Systems (ISS) // Digital Transformation and Information Management | Universitätsallee 1 | 21335 Lüneburg Phone +49.4131.677-1404 | [email protected] https://www.leuphana.de/institute/iis/wirtschaftsinformatik-insbesondere-digitale-transformation- und-informationsmanagement.html INFORMATION SYSTEMS IN THEORY AND PRACTICE Exercise - Date 4 Institute for Information Systems (ISS) // Digital Transformation and Information Management BRIEF OVERVIEW - SEMESTER STRUCTURE DATE CONTENTS 17.10.2024 Introduction | Game Based Learning/Gamification 31.10.2024 CANCELLED - play games instead! 14.11.2024 Information Systems and AI | Automation (RPA/HFA) | Ethical introduction of AI technologies in organizations | Presentation of practical project scenario 28.11.2024 Stakeholder management & change processes | Character design 12.12.2024 Game Design Basics | Process Modeling 09.01.2025 Prototyping & Testing 23.01.2025 Presentation & conclusion 2 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS AGENDA Game design frameworks/theories Game Design Process Serious game design theory/models Motivation & commitment Presentation during the game design process: techniques Practical part - OBJECTIVE: Finalize basic game design concept for prototyping 3 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS Hunicke et al. (2004) MDA framework Mechanics, Dynamics, Aesthetics according to MDA Framework for game design. Source: "MDA: A Formal Approach to Game Design and Game Research. Work Challenges Game". Csikszentmihalyi Flow theory BASIC GAME DESIGN THEORIES Eight components of the flow state according to https://www.reddit.com/r/indiegames/comments/edrpc5/los t_in_the_flow_game_design_tutorial/?rdt=46745 4 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS Player types Bartle's typology and modern extensions https://code.tutsplus.com/bartles-taxonomy-of-player-types- and-why-it-doesnt-apply-to-everything--gamedev-4173a MDA FRAMEWORK (MECHANICS, DYNAMICS, AESTHETICS) BY HUNICKE ET AL. (2004) Analyzes games on the basis of three central aspects: Mechanics describe the rules and actions of the game, e.g. movement, attack, resource management Dynamics refer to the game experience and the interaction of the mechanics, e.g. the resulting game experience through interaction Aesthetics are the emotional and aesthetic experiences that are (should be) conveyed through the game, such as excitement, challenge, joy (="fun": ) 1. sensation (game as sense-pleasure); 2. fantasy (game as make-believe); 3. narrative (game as drama) 4. challenge (game as obstacle course) 5. fellowship (game as social framework) 6. discovery (game as uncharted territory) 7. expression (game as self- discovery) 8. submission (game as pastime) MDA Framework (Hunicke et al 2004). 5 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS FLOW THEORY BY CSIKSZENTMIHALYI Describes the state of "flow", i.e. complete absorption in an activity. This state is characterized by eight components: Clear goal Immediate feedback Concentration Control over the situation Time distortion Forgetting problems positive feeling Intrinsic motivation Flow is used in game design to motivate players in the long term and create an immersive experience. Flow Game Design, HD Png Download @kindpng.com 6 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS PLAYER TYPES ACCORDING TO BARTLE Achiever Bartle's typology classifies players into four main Successful player types Modern extensions of this typology take into Explorer account additional player drivers and more Discoverer complex behavioral patterns (e.g. modern additions according to Marczewski's HEXAD framework: "Philanthropists" & "Free Spirits" Killer The aim of game design: to make a game Competitive attractive to as many players as possible and to promote player motivation Socializer Socially oriented 7 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS COMPLETE DESIGN PROCESS ACCORDING TO FULLERTON (2014) AND ADAMS (2014) CONCEPT PHASE ELABORATION Idea generation & brainstorming PROTOTYPING Target definition & Formal Elements constraints Definition (Players - Objectives - Procedures PLAYTESTING Market research & Paper prototyping target group analysis - Rules - Resources - Conflict - Boundaries - Digital prototyping ITERATION & Core Mechanics Outcome) Qualitative/Quantitative REFINEMENT Vertical Slice Definition Development Ecaulation System Dynamics Design Rapid prototyping Feedback collection & Feedback integration techniques analysis Balance Adjustments! Dramatic Elements Feature Prioritization Polish Phase 8 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS ESPECIALLY FOR SERIOUS GAMES Integration of learning objectives into the design process Evaluation of learning success Special requirements for playtesting (player experience + learner experience) https://pressbooks.bccampus.ca/teachinginadigitalagev3m/cha pter/8-7-emerging-technologies/ 9 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS DEFINE GAME OBJECTIVES & CORE IDEA Define goals What are the specific goals of the game? What are the specific learning objectives? Learner Models Evidence Models Task Models Presentation Models What is to be What Which tasks How can we learned: behaviors do and activities translate Goals and these results can reflect these tasks? results lead to? these (Game behaviors? mechanics) Evidence Centered Design (Mislevy et al., 2003) 10 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS DEFINE TARGET GROUP Who is the target group? Is there anything to consider for this target group (children/elderly people: Literacy; certain restrictions: Accessibility...) At which learning level should the target group be addressed? 11 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS INPUT-PROCESS-OUTCOME (IPO) MODEL BY GARRIS ET AL. (2002) Forms a theoretical framework for the design of effective learning games Games can be very motivating and promote learning if they are well designed Debriefing is crucial to translate game experiences into learning outcomes The "Game Cycle" is not sufficient for learning; it is more useful/responsible for player engagement Individual differences influence how games are perceived 12 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS MOTIVATION AND COMMITMENT EXTRINSIC MOTIVATION Reward systems, progression mechanics, achievements INTRINSIC MOTIVATION Inner drive, personal interest SELF-DETERMINATION THEORY Autonomy, competence, connectedness 13 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS HOW TO - VISUALIZE & DOCUMENT GAME DESIGN Game Design Document (GDD) One-Page Design Wiki-Style Documentation Classic, comprehensive document Digital, linked documentation Compact summary on one page Structure: Typical structure: Core elements: Linked articles Executive Summary Categories Gameplay Unique Selling Point Search function Mechanics Core Gameplay Loop Versioning Story & Setting Key features Tools: Art Style Confluence Target Audience Sound & Music Notion Art Style GitBook Technical Specifications Marketing & Monetization Platform MediaWiki 14 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS HOW TO - VISUALIZE & DOCUMENT GAME DESIGN Visual Documentation Agile Documentation Image-based documentation Flexible, iterative documentation Formats: Elements: Flowcharts User stories Mind maps Feature Cards Storyboards Mockups Sprint backlogs Wireframes Kanban boards Tools: Tools: Miro Jira Figma Trello Draw.io Azure DevOps Adobe XD Monday.com 15 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS BEST PRACTICES Documentation guidelines: Select tools by: Update: Clear naming conventions Team size Regular reviews Versioning Project complexity Mark outdated docs Update processes Available resources Maintain change history Responsibilities Team expertise Feedback loops 16 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS SOURCES Fullerton, T. (2014). Game Design Workshop: A Playcentric Approach to Creating Innovative Games. CRC Press. Hunicke, R., LeBlanc, M., & Zubek, R. (2004). MDA: A formal approach to game design and game research. Proceedings of the AAAI Workshop on Challenges in Game AI, 4(1), 1722. Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19. Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 13-24. Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467. Adams, E. (2014). Fundamentals of Game Design. New Riders. Björk, S., & Holopainen, J. (2004). Patterns in Game Design. Charles River Media. Marczewski, A. (2015). Even Ninja Monkeys Like to Play: Gamification, Game Thinking & Motivational Design. CreateSpace Independent Publishing Platform. Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4), 344-360. 17 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CONTACT US BRITTA WERKSNIS | Digital Transformation Lab for Teaching and Learning (DigiTaL) | Institute for Information Systems (ISS) // Digital Transformation and Information Management | Universitätsallee 1 | 21335 Lüneburg Phone +49.4131.677-1404 | [email protected] https://www.leuphana.de/institute/iis/wirtschaftsinformatik-insbesondere-digitale-transformation- und-informationsmanagement.html INFORMATION SYSTEMS IN THEORY AND PRACTICE Exercise - Date 5 Institute for Information Systems (ISS) // Digital Transformation and Information Management BRIEF OVERVIEW - SEMESTER STRUCTURE DATE CONTENTS 17.10.2024 Introduction | Game Based Learning/Gamification 31.10.2024 CANCELLED - play games instead! 14.11.2024 Information Systems and AI | Automation (RPA/HFA) | Ethical introduction of AI technologies in organizations | Presentation of practical project scenario 28.11.2024 Stakeholder management & change processes | Character design 12.12.2024 Game Design Basics | Process Modeling 09.01.2025 Prototyping & Testing 23.01.2025 Presentation & conclusion 2 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS AGENDA The basics of prototyping Types of prototypes Paper prototyping Prototyping procedure Practical part Terms, sources, glossary for prototyping 3 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS THE BASICS OF PROTOTYPING Definition of Prototyping is the creation of an early model of a game to test concepts and gather feedback Meaning It helps to minimize risks, detect errors at an early stage and improve game mechanics Fullerton, T. (2018). Game Design Workshop: A Playcentric Approach to https://www.designveloper.com/blog/best-prototyping-tools/ Creating Innovative Games. CRC Press. 4 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS THE BASICS OF PROTOTYPING Fast iteration Develop prototypes quickly and iterate based on feedback. Test and improve Carry out tests at an early stage to identify and eliminate weak points. Agility Allows the game to be customized during the development process. https://marketsplash.com/content/images/2021/04/Untitled--2-.png 5 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS 2 TYPES OF PROTOTYPES Low-fidelity High-Fidelity Paper Prototypes Digital prototypes Board Game Prototypes Clickable demos, wireframe prototypes Storyboards Vertical slices Schell, J. (2020). The Art of Game Design: A Book of Lenses. CRC Press 6 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS PAPER PROTOTYPING Pro: Fast, simple, cheap The most important mechanisms are verifiable You are forced to simplify the core loop Easy to use for initial playtesting Contra: Not representative of the end product Not playable without a game designer present https://frugal.education/wp-content/uploads/2019/08/game- Possibly "double work" (with functioning game design) design-prototyping-majong-paper-3.jpg 7 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS PROTOTYPES - EXAMPLES https://www.youtube.com/watch?v=dhHLQ3xem https://www.youtube.com/watch?v=dt1bQsZ68i https://www.youtube.com/watch?v=dJGy3XuOS yI w Hk 8 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS PROTOTYPING PROCEDURE 2. work Define the goals iteratively Conduct tests to be achieved with players with the Develop and take prototype prototype step feedback into by step and test account regularly 1. clearly 3. obtain defined goals feedback 9 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS PRACTICAL EXERCISE Create a paper prototype of your game! Review of the mechanics - the core gameplay loop Review of other game mechanics Review of progression/level designs Feedback systems? Next week: Completion of prototype - presentation & feedback https://miro.medium.com/v2/resize:fit:1100/format:webp/1*HLA7FU2RFi- mXQW7OZQ5Xw.jpeg 10 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS NO-CODE DEVELOPMENT TOOLS Story & Narrative 2D games Special genres Twine Construct 3 RPG Maker Inkle/Inky GDevelop Adventure Game Studio Ren'Py GameMaker Studio 2 Puzzle script 11 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS FIND RESOURCES FOR PROTOTYPES Asset sources Tutorials & Community OpenGameArt.org GameDev.net Kenney.nl Unity Learn itch.io Udemy courses 12 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS GLOSSARY OF TERMS DIGITAL GAME DESIGN Game objects Collision & Physics Visual elements GameObject/Entity Sprite Collision Box/Collider Definition: 2D image or animation for game objects Definition: Any placeable object in the game world Definition: Invisible box for collision detection Example: A character consisting of several individual images for different Example: character, opponent, collectible item Example: Rectangular box around a character movements Engine reference: Can usually be added to the object as a component Engine reference: Is usually inserted in the editor via drag & drop Engine reference: Basic module in most engines Prefab Hitbox Animation Definition: Reusable template for game objects Definition: Area in which hits are registered Definition: Sequence of sprite images for motion display Example: Sword strike range of a character Example: Running animation from 8 individual images Example: Opponent template with all components Engine reference: Often implemented as a "trigger collider" Engine reference: Often created in an animation controller/timeline tool Engine reference: Can be placed multiple times in levels Instance Rigidbody Asset Definition: Single copy of a prefab in the game Definition: Component for physical behavior Definition: All external resources such as graphics, sounds, models Example: Makes objects fall and bounce off platforms Example: character.png, explosion.wav, tree.fbx Example: A specific opponent in the level Engine reference: standard component for physics interactions Engine reference: Are managed in the project browser/asset folder Engine reference: Created during placement or spawning Development tools Components & Scripts Level structure Inspector Scene/Level Scene/Level Definition: Window for editing object properties Definition: A game environment/level Definition: A game environment/level Example: Shows all components and variables Example: "Level_1.scene", "MainMenu.scene" Example: "Level_1.scene", "MainMenu.scene" Engine reference: Main workspace in the editor Engine reference: Main workspace in the editor Engine reference: main tool for object customization Hierarchy Tilemap Component Definition: List of all objects in the current level Definition: Building block for object behavior Definition: Grid of repeatable level blocks Example: Shows nesting of objects Example: Motion script, animation controller Example: Platform level made from individual floor parts Engine reference: Is attached to GameObjects Engine reference: Special tool for 2D level design Engine reference: Main navigation in the editor Project Browser Transform Layer Definition: Overview of all project files Definition: Position, rotation and size of an object Definition: Level for object groups Example: x:100, y:200, rotation: 45° Example: Folder for sprites, sounds, scripts Example: "Background", "Players", "Enemies" Engine reference: Basic component of each object Engine reference: Management of all assets Engine reference: Helps with organization and collision rules 13 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS SOURCES Fullerton, T. (2018). Game Design Workshop: A Playcentric Approach to Creating Innovative Games. CRC Press. Schell, J. (2020). The Art of Game Design: A Book of Lenses. CRC Press 14 | INFORMATION SYSTEMS IN THEORY AND PRACTICE - EXERCISE | BRITTA WERKSNIS CONTACT US BRITTA WERKSNIS | Digital Transformation Lab for Teaching and Learning (DigiTaL) | Institute for Information Systems (ISS) // Digital Transformation and Information Management | Universitätsallee 1 | 21335 Lüneburg Phone +49.4131.677-1404 | [email protected] https://www.leuphana.de/institute/iis/wirtschaftsinformatik-insbesondere-digitale-transformation- und-informationsmanagement.html Game design concept development This structured working template serves as a guide for the development of a game concept. It guides you through nine phases, from the core vision to prototype preparation, and helps you to consider all important aspects of game design. The template makes it possible to create a coherent and well thought-out game concept based on a clear vision and covering all essential elements such as gameplay loop, mechanics, progression and feedback systems. Phase 1: Core vision This phase is about capturing the basic idea and feel of the game in a few sentences. This helps to maintain focus throughout the entire development process. ONE special thing Define the unique selling point of your game in 2-3 sentences (why should anyone play it?): Feeling with the player Describe the emotional reaction you want to trigger in the player: Tweet description Summarize your game in a maximum of 10 sentences: Phase 2: Core Gameplay Loop The core gameplay loop is the heart of your game. It describes the basic cycle of actions that the player performs repeatedly (~"round"), i.e.: player action - system feedback - new player situation Example in Action RPG: Explore → Fight → Collect rewards → Improve character → Explore Main action What does the player do most of the time? Reward What reward does the player receive for this action? Further development How does the reward enable further development? Reinforcement How does further development reinforce the main action? Draw the loop as a diagram to visualize the relationships between the elements: Phase 3: Progression & motivation This phase focuses on how the player progresses in the game and what motivates him to continue playing. 1 Short-term goals Define goals for the first 5-10 minutes of playing time: 2 Medium-term goals Set goals for the next 30-60 minutes of playing time (or shorter for shorter games): 3 Long-term goals Describe the overarching goals for the overall game experience (game goals & learning objectives): Review all objectives using the Evidence Centered Design (Mislevy et al., 2003) and use it to translate the objectives into Translate game mechanics Learner Models Evidence Models Task Models Presentation Models What is to be What Which tasks How can we learned: behaviors and activities translate OBJECTIVE usually lead can reflect these tasks? to this goal these (Which game being behaviors? mechanics learned? fit?) Phase 4: Core mechanics In this phase, you define the basic game mechanics that make up the gameplay. Primary mechanics Supporting mechanics Describe the most important game mechanic that forms Define a maximum of three mechanics that complement the core of the gameplay. You can also assign different and support the primary mechanics: mechanics to all phases of the core loop if they differ: Now relate the core loop, objectives and mechanics in such a way that an overview of the course of the game is created ( for example as continuous text, as a flowchart, as a storyboard...): Phase 5: Engagement - core challenge and feedback systems Try to make your game as "engaging" as possible. Players should continue to play and ideally get into a state of flow. To do this, define challenges and feedback systems and make sure to provide these for different player needs (e.g. player types). Core challenge Define the main challenge for the player and describe how it develops and remains interesting over the course of the game (define the conflict): Feedback systems Describe the immediate feedback (visual, auditory, haptic) on player actions as well as the progression feedback that shows development over time: Phase 7 & 8: Unique selling points and validation Unique Selling Points Validation Define a maximum of three points that make your game Review your concept using the core questions and the unique: self-check. Make sure that all elements support the core vision and that the concept can be explained in 30 seconds. Evaluation How should the learning content/effectiveness of the serious game be checked? Is there a follow-up or debriefing? Phase 9: Prototype preparation and minimization Minimum viable product (MVP) Later features Define the absolute core features that must be included in the Also identify "nice-to-have features" that can be added later first prototype to convey the game idea: and select a suitable prototyping method Select prototyping method: Choose the most suitable method based on available skills and time: - [ ] Paper prototyping - Material requirements: ____________________________________________________________ - Core mechanics as a card game/board game: _________________________________ - Required game elements: __________________________________________________ - [ ] PowerPoint/Keynote Prototyping - Core interactions: ________________________________________________________ - Slides required: _________________________________________________________ - Navigation paths: _________________________________________________________ - [ ] Digital Low-Fi prototype - Selected tool (e.g. Twine, Scratch): ______________________________________ - Core functions: __________________________________________________________ - Minimum requirements: ____________________________________________________ - [ ] Physical prototype - Materials required: ____________________________________________________ - Gameplay: _____________________________________________________________ - Rules: _________________________________________________________________

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